Garin College

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Education institution number:
6975
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
School with Boarding Facilities
Total roll:
414
Telephone:
Address:

35 Champion Road, Richmond, Nelson

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Summary

Garin College is a state integrated Catholic secondary school. The school roll is 515. This includes 46 Māori, 9 Pacific and 37 international students. The off-site hostel (Garin College Boarding Hostel) has 51 students. The school is part of the Waimea Community of Learning | Kāhui Ako.

There have been considerable ongoing changes in school leadership. A new principal was appointed in June 2016, after a relieving principal. The school’s executive leadership team, which includes senior leaders, is newly formed, with some members acting in reliever roles. Some middle leaders are also new to their roles, including newly established year-level deans. Most trustees and proprietors are experienced in their role.

Since the 2014 ERO review the school has:

  • significantly developed and improved its governance framework
  • redeveloped and strengthened its pastoral care system for learners
  • clarified roles and responsibilities for leaders and teachers
  • made good use of some specific external reviews
  • continued to support senior students to achieve well.

How well is the school achieving equitable outcomes for all children?

The school’s inclusive culture of care and support for learners and their learning, strongly promotes equity and excellence. Māori learners are very well supported to succeed and experience their language, culture and identity within the school. There is considerable depth and breadth within the school’s curriculum. This effectively supports learners to succeed and excel, and is responsive to their needs and interests. School leaders have implemented improved systems to better support students with additional learning needs.

The next steps for the school are to:

  • strengthen internal evaluation
  • rationalise the school charter and make it more coherent
  • extend the use of student learning information to track, monitor and evaluate the sufficiency of progress for individual learners, groups and year levels.

At the time of this review learners were achieving well. Senior students achieve well at all levels of NCEA with a large proportion gaining merit or excellence endorsements.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

This school responds effectively to Māori and other learners whose learning and achievement need acceleration.

Overall, most students stay at school until their 17thbirthday. Retention for Māori learners is increasing. Most school leavers achieve NCEA Level 2 or higher. Almost all students gain NCEA literacy and numeracy as they progress through the senior school. All Māori and Pacific learners gained NCEA Level 1 in the last two years. Most of these learners gained Level 2 in 2016. Senior assessments are managed well. There are good systems in place to ensure school assessment judgments are dependable and therefore useful for decision making.

The school’s junior achievement information, mid 2017, shows that most Year 9 and 10 students are achieving at or above the school’s expectations for reading and mathematics. It was not clear how well groups of learners were achieving within this.

Learners who receive specialist services are well supported to make progress towards their goals. Systems for reporting this could be strengthened.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school’s inclusive culture of care and support for students and their learning strongly promotes equity and excellence. The ways in which the staff demonstrate the school’s Catholic values in their relationships with students ensures that all learners are well provided for. The recently introduced pastoral care structures, systems and processes are enabling deans to more effectively monitor and support learners and communicate with parents and whānau.

Leaders and teachers are more closely scrutinising achievement and engagement information to better support students. Students with additional learning needs are receiving a more coordinated approach to their programmes and provision. Overall, school structures and processes are providing increasingly well for proactive monitoring and reactive support for learners and their wellbeing.

Māori learners are very well supported to succeed and experience their language, culture and identity within the school. This can be seen in the:

  • adaptation of programmes to meet learner needs and interests
  • many opportunities taken for student leadership
  • way in which the school’s special character is integrated into learning.

The school’s EOTC ‘Journey’ programme for learners throughout the school ably supports tuakana teina relationships and embedding the Garin values. Effective teaching practices and classroom programmes underpin learner success.

The board has provided considerable support for school leaders to strengthen school systems through creating new roles and responsibilities. Leaders have streamlined processes to ensure smooth day-to-day operations and to maximise learners’ opportunity to learn and achieve.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School processes to identify internal development priorities are beginning to contribute to improved outcomes for learners.

The school needs to continue to strengthen internal evaluation. Leaders have developed an internal evaluation framework which is in the early stages of implementation. It is now timely to fully evaluate the new systems and approaches the school has introduced. Consistency of implementation of practice should be a key area to investigate within internal evaluation. This should be informed by appropriate stakeholder consultation. Stronger evaluation practice should provide leaders and teachers with valuable information about what is and what is not working well to support learners’ achievement of equity and excellence.

The charter (including student achievement targets), strategic and annual plans should be rationalised and refined to reflect the school’s current priorities, and be well-aligned to other key school documents. This will better reflect the school’s focus on equity and excellence for learners. Greater coherence of these priorities through the school and its reporting systems should better inform the board and support its decision making.

Leaders and teachers should extend the use of student learning information to track, monitor and evaluate the sufficiency of progress individual learners, groups and year levels are making. This should be reported appropriately. Trustees have identified, and ERO agrees, that they need to be better informed about the progress and achievement of students in Years 9 and 10.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for students in the school hostel

The school hostel provides off-site boarding for boys and girls (Francis Douglas house and Mother Teresa house, respectively). At the time of this review, 51 boarders were on site, making up 10% of the school’s roll. The hostel is owned and managed by the Garin College Hostel Trust. The hostel owner has attested that all requirements of the Hostel Regulations are met.

Hostel staff strongly promote the value of whanaungatanga/inclusion and relationships. There are highly effective systems for monitoring and responding to the safety and wellbeing needs of boarders. Systems are in place to consider and respond to the opinions and ideas of boarders and their families. Boarders experience positive relationships with each other and with hostel management and staff. New boarders are welcomed and supported by staff and senior boarders to engage confidently in hostel living. The hostel supports students well with their school learning well. This includes effective communication with teachers about students and their wellbeing. Hostel leaders ensure there is regular communication also with parents and caregivers. Regular hostel reports could have a greater focus on reporting successes of students.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 37 international students. From time to time the school hosts short stay students.

The school has reviewed its policies and procedures to be assured they are in line with the new Code.

International students are suitably welcomed and supported to be very well integrated into the life of the school including activities outside the classroom. Key staff members work with the students to identify their goals. Teachers support students to improve their English language skills where necessary and achieve their learning goals. Pastoral support staff members monitor students’ wellbeing and help them to have a positive experience at the school.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated

  • need to build teacher capability to evaluate the sufficiency of learners’ progress and achievement.

The school agrees to:

  • strengthen internal evaluation and coherence of school priorities.

ERO will provide an internal evaluation workshop in response to a request by the school.

ERO is likely to carry out the next review in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

1 December 2017

About the school

Location

Nelson

Ministry of Education profile number

6975

School type

Integrated Years 9 to 15 school

School roll

515

Gender composition

Girls: 53% Boys: 47%

Ethnic composition

Māori 9%
Pākehā 75%
Pacific 2% 
Asian 7% 
Other 7%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

1 December 2017

Most recent ERO report(s)

Education Review February 2014
Education Review September 2011
Education Review December 2008

1 Background and Context

What is the background and context for this school’s Arotake Paetawhiti review?

Garin College is a state integrated Catholic secondary school in Richmond, Nelson. It caters for 462 students in Years 9 to 13 with 10% identifying as Māori. There are 19 international students. The school hostel accommodates about 40 boarders. The school hostel is owned and governed by a board of proprietors.

Most of the school’s trustees are newly elected this year and several bring with them previous school governance experience. The September 2011 ERO report identified improvement was needed in aspects of curriculum, leadership, governance and self review. ERO has worked with school leaders and trustees to foster improvement through reviewing and developing governance and leadership practices, particularly strategic planning and self-review processes.

In 2011 ERO reported that students achieve well in the National Certificates of Education Achievement (NCEAs). This continues to be so and 2012 school leaver information shows that virtually all students had at least NCEA Level 2 when they left school.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

In 2011, senior leaders, trustees and ERO agreed that the next stages of school development should focus on:

  • strategic planning
  • leadership structure
  • self review
  • analysis and use of school achievement information.

During the course of this two year review the following areas have emerged as significant for school development and ERO’s evaluation:

  • review of pastoral care processes
  • clarity of roles, responsibilities and communication processes within the shared leadership structure
  • extending student ownership of learning
  • developing a culturally responsive curriculum
  • a Bring Your Own Device (BYOD) project.

This report considers progress over the past two years.

Progress

Strategic Planning

The previous ERO report found that strategic planning, including the setting of annual targets, needed development. The previous board worked with the staff, the school community, ERO and the Ministry of Education to develop strategic and annual planning for 2012 and 2013. These documents clearly identify annual priorities and targets and are supported by useful action plans. The principal regularly reports to the board against the goals and targets of the annual plan. Teachers responsible for strategic goals provide informative progress reports to the board at midyear. The strategic plan is now embedded in governance and leadership practices. It is beginning to provide a framework for review and evaluation.

ERO, leaders and trustees agree that strategic planning should now be further strengthened by ensuring that annual targets focus on lifting outcomes for specific groups of students. This should help to monitor progress and evaluate how well these targets are met and inform future decisionmaking.

Leadership

A review of the school leadership structure was carried out in 2012. School leaders subsequently identified that this was not a robust review. It did not lead to clarity of roles and responsibilities or communication within the existing management structure. ERO, leaders and trustees agree that this remains an area for review and development. A leadership review, led by an external provider, is planned for the near future. Clear roles for leaders and teachers, and effective communication processes throughout the school remain priority areas for attention.

An appropriate system is now in place to ensure the completion and renewal of police vetting for non-registered staff.

Self review

Self-review practice is developing well. Leaders have designed and shared frameworks for evaluating a range of school practices, systems and structures. Teachers are currently trialling these models. Student feedback is a key feature of these reviews. Continuing to build on these evaluative processes is likely to support ongoing improvements for students.

A team of teachers and leaders has facilitated a school-wide self review to evaluate how well pastoral care systems support students’ emotional wellbeing. A range of perspectives has been sought. Once the data has been collated and analysed it is important that appropriate action plans are put in place to address the key findings. Trustees should be fully informed of evaluative findings and planned responses.

The self-review processes in place for the international student department effectively contribute to the provision of academic and pastoral support for international students. Extending these processes to incorporate review against the department’s strategic plan would provide the board with additional assurance that the long-term goals of the department are being met.

ERO’s 2011 evaluation identified further development was needed in the use of student achievement information.

Class profiles and collaborative action plans have been developed for Years 9 and 10 students. This initiative, supported by the Resource Teacher: Learning and Behaviour provides teachers with a method to collaboratively inquire into student engagement and learning in each junior class. This comprehensive group inquiry approach assists teachers to share student knowledge, ideas, and strategies and is likely to lead to improved outcomes for students.

Teachers and leaders have been revising their system for gathering and collating Years 9 and 10 curriculum level data. ERO affirms this direction as it is important that leaders and trustees receive clear and well-analysed information about junior achievement, particularly in English and mathematics.

The school implemented a Bring Your Own Device (BYOD) programme in 2013 starting with the Year 9 students. This initiative is well planned. Ongoing review has included feedback from students, staff and parents. Staff report that increased use of e-learning within the curriculum has improved students’ self-management and engagement. Other recently introduced electronic resources assist senior students to monitor and manage their NCEA courses, support career education and course selection decisions.

Curriculum

There has not been a cohesive, school-wide professional development focus on teaching strategies that reflect The New Zealand Curriculum principle of learning to learn. This is an area for further development so that students are supported to have increased ownership of their learning and clarity about their next learning steps.

The profile of Māori language and culture has increased since ERO’s previous review. A range of initiatives driven by a few key teachers is having a positive impact for Māori students. Leaders and trustees should explore how to strengthen a cohesive strategic focus on Māori success, which includes recognition of ways to promote success as Māori. Teachers have received some professional learning about effective teaching for Māori learners. However, ERO finds there is still more work to do to support teachers to make the whole school curriculum better reflect te ao Māori as well as the diverse cultures of all students.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

ERO’s previous review found that aspects of governance, leadership, strategic planning and self review required improvement in order for the school to be capable of sustaining and improving positive outcomes for students.

During the course of this review the school has demonstrated its capacity to improve and review its performance. Positive indicators for sustainability include:

  • improved strategic planning and self-review practice and understanding
  • a newly elected board of trustees with governance experience and commitment to ongoing improvement for students
  • improved systems for the use, collation and sharing of student achievement information.
  • ERO, trustees and leaders agree that the following are areas for further development:
  • annual planning and reporting that more clearly identifies, analyses and responds to student achievement
  • better reporting and evaluation of school-wide Years 9 and 10 achievement
  • improved internal communication systems and clarity of leaders’ and teachers’ roles and responsibilities
  • a school curriculum and learning environment which better reflects te ao Māori as well as the diverse cultures of Pacific and other students.
  • a cohesive and strategic approach to achieving success for Māori learners as Māori
  • teaching strategies which better support all students to take increased responsibility for their learning.

School leaders are committed to ongoing development and refinement of evaluative self-review practice.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

20 February 2014

About the School

Location

Richmond, Nelson

Ministry of Education profile number

6975

School type

Integrated Secondary (Years 9 to 13)

School roll

462

Number of international students

19

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

10%

85%

2%

3%

Review team on site

October 2013

Date of this report

20 February 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2011

December 2008

October 2005